UNIVERSITY OF TEXAS AT EL PASO
BACHELOR OF SOCIAL WORK PROGRAM
SOWK 4282
Advanced Field Seminar
Professor: Bonnie Hatchett, Ph.D. Office: 116, Liberal Arts
Term: Spring, 2005 Office Phone: 747-5454
Meeting Time: Weekly Office Hours: By Appointment
See introductory remarks Classroom: See introductory remarks
email:
COURSE DESCRIPTION
A capstone seminar that enables students to integrate the theory, knowledge, values, skills, ethics, and ethno cultural competence of generalist social work practice. Emphasis will include an evaluation of one’s own practice. FOR SOCIAL WORK MAJORS ONLY. Prerequisites: SOWK 3358, SOWK 3470, SOWK 2481, and SOWK 4480. Co-requisite: SOWK 4490. It is recommended that SOWK 3470 be taken concurrently with SOWK 2482.
COURSE OBJECTIVES
Knowledge:
* To understand the role of theory to practice in multicultural, bi national settings and in micro, mezzo, and macro social systems;
* To understand the constraints and opportunities of providing services
to clients within the organizational contexts of social service agencies;
* To understand the nature of evaluating self in practice.
Values:
* To recognize and acknowledge the professional self in practice;
* To recognize, acknowledge, and validate client diversity;
* To commit to an ethical professional relationship in service delivery;
* To commit to providing services in a culturally competent manner;
* To promote social and economic justice;
* To validate the need for specialized services for populations at risk; and
* To acknowledge the dignity and worth of the individual in all service settings.
Skills:
* To demonstrate the ability to distinguish the differences between personal and professional values and how these may create ethical practice dilemmas;
* To demonstrate the ability to conduct focused goal oriented interviews with individuals or families;
* To demonstrate the ability to apply scientific problem solving methods to assessment and the identification of primary or secondary
problems;
* To demonstrate the ability to develop comprehensive bio-psycho-social
summaries and goal oriented intervention plans;
* To demonstrate the ability to assess client abilities to effect or bring
about changed based on mutually agreed upon plans for intervention;
* To demonstrate the ability to identify how external environmental
and social factors affect how vulnerable, exploited, or oppressed populations respond to social services agencies and/or social work intervention at the micro, mezzo, and macro levels;
* To demonstrate the ability to use problem solving skills to identify and assess individual, family, group, or community needs at the mezzo level and the use of known community resources for referral purposes;
* To demonstrate the ability to utilize state of the art social sciences publications to enhance and/or improve generalist social work practice at the micro, mezzo, or macro levels.
INTRODUCTION
Dear class members,
Happy New Year and welcome back. Last semester we discussed the option of having our seminar class presented in a hybrid format. Utilizing this concept will allow us to meet initially face to face and for some designated sessions throughout the semester. The remainder of the sessions will be conducted as web-based classes. Those sessions designated as face-to-face will occur at the designated time of 12:30 in the Liberal Arts Bldg. An in class survey indicated that the majority of you were taking such a course last semester and were familiar with the concept. Having the fall seminar presented as a regular class increased group and class camaraderie. With those connections already in place we can build on that foundation with this class. The class will be composed of the same people who were registered for the seminar class last semester. One advantage of having this format is that it allows the professor to respond to questions or concerns of the student associated with the class, field internship, theory application or specific concerns in a more immediate fashion.
Because most of you are placed in sites that address the needs of older adults and children and interact on a regular basis there will be continual contact. At our first meeting (face-to-face) we can address additional options regarding the possibility of posting questions and concerns that are of interest to all of you so that there can be increased opportunities for learning. On Thursday of each week I will be posting general remarks related to observations gained from the weekly logs that may benefit all class members.
CONTACT INFORMATION
Professor: Bonnie F. Hatchett PhD
Mailing Address:
The University of Texas at El Paso
500 W. University Ave. 116 , Liberal Arts Bldg.
El Paso, TX 79968
Office Phone: 915.747.6594
Meeting time: (see introductory remarks)
Office Hours: (see introductory remarks)
Email:
COURSE OUTLINE and DUE DATES
Week I Introduction to advanced field seminar, (face-to-face) January 12 discussion of logs, learning agreements and assignments
Week 2 Case Management Lecture (face-to-face) January 19
Due: Log I
Week 3 Cultural Competence Lecture January 26 Due: Log 2
Week 4 Overview of the Helping Process February 2 Due: Log 3
Week 5 Theory Review/ Helping Process February 9
Due: Log 4
Week 6 Theory/ Helping Process Discussion February 16 Due: Log 5
Week 7 Theory/Helping Process Discussion February 23
Due: Log 6
Week 8 Theory/ Helping Process Discussion March 2
Due: Log 7
Week 9 Theory/ Helping Process Discussion March 9
Due: Log 8
Week 10 Library Day (no class) March 16
Week 11 SPRING BREAK - NO CLASS March 23
Week 12 Case Presentations March 30
Due: Log 10
RESOURCE LOGS DUE
Week 13 Case Presentations April 6
Due: SOCIAL WORK FRAMEWORK PAPER
Week 14 Case Presentations April 13
Due: Log 11
Week 15 Summary, discussion and course evaluations (face-to-face) April 20
Due: INTERVENTION PAPER
Week 16: No Class April 27
Due: Final log by 12:00 noon)
REQUIRED TEXT
Coggins, K. & Hatchett, B. (2000). Field Practicum: Skill Building from a Multicultural Perspective. Iowa: Eddie Bowers Publishing.
Beck, A. T. (1976). Cognitive Therapy and the Emotional Disorders. Madison,
CT: International Universities Pres, Inc.
For the cultural competence lecture, you are expected to read “Cultural
Competency: A Practical Guide for Mental Health Seivice Providers” by Delia Saldana published by the Hogg Foundation.
ACADEMIC DISHONESTY
It is the philosophy of the University of Texas at El Paso that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures.
Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.
REQUIRED ASSIGNMENTS
1. Weekly logs (30 pts) 2 pages, single space typed!
Students will be required to turn in weekly logs concerning their field placement.
· Logs are due by 12:00 noon each Wednesday. Weekly logs that are not turned by that time are considered late and will suffer a penalty of .5 point each day the log is late. You should make every effort to turn your logs in on time.
While a listing of weekly activities are still expected to be described in the logs, the focus of the logs will be in the following areas:
· Theoretical concepts explaining dynamics of behavior in relation to the problem(s) addressed with client(s).
· Explanation of relationship of concepts to intervention and use of practice skills. Feelings, socio-cultural factors, social work values, and ethics may be explored as they pertain to the above areas. In addition, roles and functions (such as case manager, advocate, etc...), cultural competence, structural analysis (issues of institutional discrimination, what an agency may practice vs. good practice, etc...), availability of resources, other practice dilemmas, can be explored.
· Your logs should reflect an advanced level of understanding of social work practice. It should reflect the work that you have done in your field placement with attention to advanced knowledge and practice of social work theory, assessment, intervention and cultural issues. Your logs must demonstrate an advanced understanding of social work practice to receive full credit.
2. Resource logs (10 pts)
For social workers, knowing the resources available to assist your client can prove to be most valuable to you and the effectiveness of your work. Therefore students will be required to develop a resource log. Aside from listing agencies in order of use and importance, the logs need to reflect:
· The goals/purpose of the agency/organization;
· What are the qualifications for receiving services for this particular agency/organization;
· Who needs to make the referral—the client, certain agencies;
· How long can the client receive services from this particular program;
· Are there any stipulations as to socio-economics, race, class;
• How helpful was the agency/organization to you and/or your client (please give case example).
• You should also make note of which agencies you used and how effective their services were (take into account if the referral was a success or a failure. What kind of follow up was done, and by whom? Was client told what to expect or what will be asked by the agency? Is there a source of resistance from the client system? Are personal dynamics involved? Are there cultural issues involved, etc...).
3. Intervention Paper (20 pts)
To prepare this paper you will need to refer to the Bio-Psychosocial-Cultural Assessment Format and Guideline for Social Work Assessment. As you prepare your assessment, you should incorporate an ecological or systems approach.
• Remember to look at “The Life Model Approach” by Germain and Gitterman and focus on the client system: 1. Problem solving skills in relation to the problem presented and agreed upon. 2. Motivation. 3. Capacity, i.e.... self-esteem/psychic comfort, autonomy to act, presence of problem solving skills, ability to manage immobilizing emotions. 4. Goals related to problems to be addressed, as well as issues identified in terms of capacity, motivation and opportunity.
· This paper needs to be based on a case that you are following from assessment to intervention at your field placement. It should be 3 typed pages.
• You need to utilize theories of the person (cognitive and developmental) and the environment as you look at problem(s), strengths, and goals to be set. You may use the outline of Problem-Solving Model in the handouts from last semester to demonstrate the problem solving process you used.
• Some ideas to remember:
o The problem/solution can be in the person(s), situation, or some combination of both.
o Look for patterns of behavior that may contribute to the problem. As you start out, ask yourself “what am I being told, what does it mean, and what do I need to explore some more,” “are there strong emotions about the problem which may distort the client’s perception.”
4. Case Management Case Presentation (10 Pts)
Each student will be required to select a case from the current caseload for discussion. The format will be given during the case-management lecture.
5. Social work framework paper (15 pts)
In this paper you are to provide an explanation for your social work framework now that you are ready to begin your social work profession as a “non-student.” With this in mind, please explain the social work framework you will use when working with your clients. Discuss your theory of personality, explanation as to how the environment impacts your clients and the theory of practice you will use. The paper should be 3-5 pages in length and documented by referred social work journal articles and books.
All weekly logs and papers must be sent as WORD documents. In addition, all comments on papers or examinations will be returned to you as WORD documents.
COURSE ASSIGNMENTS and GRADING
Case Management Case Presentation 10 pts.
Intervention paper 20 pts.
Social work framework paper 15 pts.
Resource Logs 10 pts.
Weekly Logs 30 pts.
Participation/ Attendance 15 pts.
TOTAL 100 pts
Final Grade Calculation
90-100 points= A
80-89 points = B
70-79 points = C
60-69 points = D
59 and less = F
Bibliography
Aged and Elderly
Hatchett, B. (1999). Alcohol problems among older African American women, Journal of Religion and Health,Vol. 38, No., 2, Summer, 1999. (pp. 149-1 53)
Ingersoll-Dayton, B. & Campbell, R. (Eds.) (2001). The delicate balance: Case studies in counseling and care management.Maryland: Health Professions Press.
Maldonado, D. (1994). Religiousity and religious participation among the elderly. Journal of Religious Gerontology, 9, 41-61.
Markides, K.S. & Black, S.A. (1996). Aging and health behaviors in Mexican- Americans. Family & Community Health,19, 11-18.
Stolter, E.P., and Gibson, R.C. (2000). Worlds of Difference: Inequality in the Aging Process. Thousand Oaks Press: Pine Forge Press.
Child Abuse/Neglect
Brown, V. (2002). Child Welfare: Case Studies. Massachusetts: Allyn and Bacon
Crosson-Tower, C. (2002). Understanding child abuse and neglect. Massachusetts:
Allyn and Bacon
Mimer, J.S. (1986). The Child Abuse Potential Inventory Manual. (2nd Edition). Webster, NC: Psyctec.
Corrections
Coggins, K., and Fresquez, J.E., (2001). Working with Clients in Correctional Settings:
A Guide for Social Workers and Corrections Professionals. Dubuque, IA: Eddie Bowers Publishers, Inc.
Donziger, S. (ED) (1996). The real war on crime: The report of the national criminal justice commission. New York: HarperCollins
Disabilities
Jones, G.C. & Kilpatrick, A.C. (1996). Wellness theory: A discussion and application to clients with disabilities. Families in Society, 77 259-267.
Domestic Violence
Lempert, LB. (1996). Women’s strategies for survival: Developing advocacy in abusive relationships. Journal of Family Violence, 11 3, 269-289.
Ethics
Abramson, M. (1996). Reflections of knowing oneself ethically: Toward a working framework for social work practice. Families in Society, 77 4, 195-201.
Milistein, K.H., Dare-Winters, & Sullivan, S. (1994). The power of silence: Ethical dilemmas of informed consent in practice evaluation. Clinical Social Work Journal, 22, 3, 317-329.
Manning, S.S. (1997). The social worker as moral citizen: Ethics in action. Social Work. 42 3, 223-230. NASW Code of Ethics (1997).
Ethnic Minorities
Brink, T.L. (1994). The need for qualitative research on mental health of Hispanics. Journal of Aging and Development. 38, 3, 279-296.
Coggins, K., Williams, E. and Radin, N. (1997). Traditional tribal values of Ojibwa parents and the school performance of their children: an exploratory study. Journal of American Indian Education. 36, 3.
Coggins, K. (1999). The Recovery Medicine Wheel. Boston VA: Ventajas Publishers. DeBlassie, A.M. & DeBlassie, R.R. (1996). Education of Hispanic youth: A cultural lag. Adolescence, 31, 121, 205-216.
Gary, L. (1998). Race and Social Work. Presented at School of Social Work, the University of Michigan, Ann Arbor, Michigan.